How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine whenyour CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what we have discussed in class during our collaborative lesson planning sessions? (Hop, Skip, & Jump Lab; Bicycle Lab)
Westerly Middle School:
Observation:
During the beginning of class and between class periods my CT at Westerly Middle School is at her door greeting her students and being a “hall monitor” in their block. As class begins she reels in the class with questions about how their day has been, and how their homework went the previous night. Students are expected to read on the board what the lesson and objectives are for the day, as well as open their notebooks, be ready and prepared to begin the class. As class begins, she will ask the students questions about the lesson from the previous day in order to see how well the material has sunk in. If the lesson hasn’t clicked as well as hoped, she will review before moving on to the lesson for that day. Homework is passed into folders on the side of the classroom that students know to drop off as they enter the classroom. Their work will be assessed and put into an outgoing bin where students can collect their work. This saves the time of passing everything in and out on a regular basis. I have yet to see my cooperating teacher begin a lesson where material is brand knew, such as the start of a unit, however, I get the feeling her approach to introducing new material is very similar to the Bicycle lab that we tackled.
Reflection:
I think that my CT goes about her classroom in a very experienced and structured way. Her students are very aware of what is expected of them as they enter the classroom and begin the lesson. They are expected every day to look up at the board, read what they are to do first and be ready for when that is started. A couple of class periods there has been a quiz. Students have about five minutes to finish looking over their materials, at which point the examination begins. The students love the teacher, as she is fair, humorous, yet very structured. I believe it is important for students to know that the teacher knows what they are doing, and will not often deviate from what is expected. Students have certain expectations of the teacher as well, and when these expectations are not met they don’t know how to react and chaos reigns.
I really enjoy the method that my CT uses to collect and distribute work. It may not be as personal as some methods but it does certainly save a lot of class time. Not having to look at each individual students work every day DURING class opens up time for other activities, such as more class discussion. That time could have been wasted on checking homework.
Westerly Middle School:
Observation:
During the beginning of class and between class periods my CT at Westerly Middle School is at her door greeting her students and being a “hall monitor” in their block. As class begins she reels in the class with questions about how their day has been, and how their homework went the previous night. Students are expected to read on the board what the lesson and objectives are for the day, as well as open their notebooks, be ready and prepared to begin the class. As class begins, she will ask the students questions about the lesson from the previous day in order to see how well the material has sunk in. If the lesson hasn’t clicked as well as hoped, she will review before moving on to the lesson for that day. Homework is passed into folders on the side of the classroom that students know to drop off as they enter the classroom. Their work will be assessed and put into an outgoing bin where students can collect their work. This saves the time of passing everything in and out on a regular basis. I have yet to see my cooperating teacher begin a lesson where material is brand knew, such as the start of a unit, however, I get the feeling her approach to introducing new material is very similar to the Bicycle lab that we tackled.
Reflection:
I think that my CT goes about her classroom in a very experienced and structured way. Her students are very aware of what is expected of them as they enter the classroom and begin the lesson. They are expected every day to look up at the board, read what they are to do first and be ready for when that is started. A couple of class periods there has been a quiz. Students have about five minutes to finish looking over their materials, at which point the examination begins. The students love the teacher, as she is fair, humorous, yet very structured. I believe it is important for students to know that the teacher knows what they are doing, and will not often deviate from what is expected. Students have certain expectations of the teacher as well, and when these expectations are not met they don’t know how to react and chaos reigns.
I really enjoy the method that my CT uses to collect and distribute work. It may not be as personal as some methods but it does certainly save a lot of class time. Not having to look at each individual students work every day DURING class opens up time for other activities, such as more class discussion. That time could have been wasted on checking homework.